Research and Teaching: During POGIL Implementation the Professor Still Makes a Difference

Daubenmire, Patrick L.; Frazier, Meredith; Bunce, Diane M.; Draus, Carolyn; Gessell, Austin; Opstal, Mary T. van

doi:10.2505/4/jcst15_044_05_72

Cited by 23 publications

(21 citation statements)

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“…The authors concluded that typical instructors lack the knowledge to implement active-learning teaching methods effectively. This conclusion is consistent with other DBER studies demonstrating that instructors often adapt EBIPs and unknowingly remove features critical to the efficacy of the EBIPs ( Henderson and Dancy, 2009 ; Turpen and Finkelstein, 2009 ; Chase et al , 2013 ; Daubenmire et al , 2015 ).…”

Section: Introductionsupporting

confidence: 91%

Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices

Stains

Vickrey

2017

LSE

131

147

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Section: Introductionsupporting

confidence: 91%

Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices

Stains

Vickrey

2017

LSE

131

147

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“…This outcome is consistent with prior work showing that few faculty fully adopt curricular materials and instead often make changes ( Henderson and Dancy, 2008 ). Fidelity of implementation is known to potentially affect outcomes ( Turpen and Finkelstein, 2009 ; Daubenmire et al. , 2015 ; Dancy et al.…”

Section: Takeaway Lessonsmentioning

confidence: 99%

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

Pelletreau

Knight

Lemons

et al. 2018

LSE

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Helping faculty develop high-quality instruction that positively affects student learning can be complicated by time limitations, a lack of resources, and inexperience using student data to make iterative improvements. We describe a community of 16 faculty from five institutions who overcame these challenges and collaboratively designed, taught, iteratively revised, and published an instructional unit about the potential effect of mutations on DNA replication, transcription, and translation. The unit was taught to more than 2000 students in 18 courses, and student performance improved from preassessment to postassessment in every classroom. This increase occurred even though faculty varied in their instructional practices when they were teaching identical materials. We present information on how this faculty group was organized and facilitated, how members used student data to positively affect learning, and how they increased their use of active-learning instructional practices in the classroom as a result of participation. We also interviewed faculty to learn more about the most useful components of the process. We suggest that this professional development model can be used for geographically separated faculty who are interested in working together on a known conceptual difficulty to improve student learning and explore active-learning instructional practices.

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“…Our choice to investigate the POGIL approach in a thermodynamics classroom was motivated by two reasons. With increasing instructor buy‐in to this approach, it is crucial that student work be used to evaluate how the curriculum meets desired outcomes in order to support instructors in effective implementation (Daubenmire et al, ). To this end, a few studies have investigated classroom discourse norms and patterns resulting from implementing POGIL activities in introductory and advanced undergraduate chemistry classes (Kulatunga et al, ; Kulatunga & Lewis, ; Becker et al, ; Becker, Stanford, Towns, & Cole, ).…”

Section: Process‐oriented Guided Inquiry Learningmentioning

confidence: 99%

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

et al. 2017

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One aim of inquiry activities in science education is to promote students’ participation in the practices used to build scientific knowledge by providing opportunities to engage in scientific discourse. However, many factors influence the actual outcomes and effect on students’ learning when using inquiry materials. In this study, discourse from two physical chemistry classrooms using the Process‐Oriented Guided Inquiry Learning (POGIL) approach was analyzed using a lens of scientific argumentation. Analysis of the complexity of reasoning in students’ arguments using a learning progression on chemical thinking indicated that students did not employ very complex reasoning to construct arguments. To explain the distribution of reasoning observed, a separate analysis of the curricular materials was performed using the Task Analysis Guide for Science (TAGS). Results indicate a relationship between the task's targeted scientific practice and how students used evidence in their arguments as well as between the task's cognitive demand and the complexity of reasoning employed in arguments. Examples illustrating these relationships can be used to inform implications for design of inquiry materials, facilitation of classroom discourse, and future research. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 10: 1322–1346, 2017

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Research and Teaching: During POGIL Implementation the Professor Still Makes a Difference

Cited by 23 publications

References 0 publications

Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices

Fidelity of Implementation: An Overlooked Yet Critical Construct to Establish Effectiveness of Evidence-Based Instructional Practices

A Faculty Professional Development Model That Improves Student Learning, Encourages Active-Learning Instructional Practices, and Works for Faculty at Multiple Institutions

Analysis of inquiry materials to explain complexity of chemical reasoning in physical chemistry students’ argumentation

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